KU offers a clinical doctorate in audiology, a master's degree in speech-language pathology, a clinical doctorate in speech-language pathology and Ph.D. degrees in audiology and speech-language pathology through its Intercampus Program in Communicative Disorders.
The Intercampus Program in Communicative Disorders comprises the Department of Speech-Language-Hearing: Sciences and Disorders on the Lawrence campus and the Department of Hearing and Speech on the KU Medical Center campus. The Department of Speech-Language-Hearing is part of the College of Liberal Arts and Sciences, while the Department of Hearing and Speech is part of the School of Health Professions.
Students pursuing these graduate degrees take course work on the Medical Center campus in Kansas City and on the main campus in Lawrence. A student may live in either community. Block scheduling of courses reduces the frequency of commuting. A committee of faculty from both departments is responsible for instruction, curriculum planning, student selection and advising, clinical practicum policies, and course scheduling.
The College of Liberal Arts and Sciences also offers undergraduate programs in Speech-Language-Hearing: Sciences and Disorders. The Lawrence department collaborates with the departments of Applied Behavioral Science, Linguistics, and Psychology to offer a Ph.D. in child language.
AUD 805. Introduction to Clinical Research. 1 Hour.
The course will provide a comprehensive overview to clinical research. The student will gain an understanding of how to develop clinical research questions including protocol design and the factors that should be considered in initiating a clinical research study. This will include biostatistical considerations, the recruitment of study participants, regulatory issues, and data management, and defining measures and instruments. Students will gain knowledge of how to define clinical research among the various institutional entities involved with clinical research at the University of Kansas Medical Center such as the Research Institute (RI), General Clinical Research Center (GCRC) and the Human Subjects Committee (HSC). Additionally, one component of the course will focus on how to apply for funding (grantsmanship), critical appraisal of research studies, and how to present research data. Prerequisite: Consent of instructor. LEC.
AUD 810. Diagnostic Audiology. 4 Hours.
Audiometric calibration, pure tone and speech testing, analysis of audiograms, middle ear testing. LAB.
AUD 811. Hearing Disorders. 3 Hours.
A study of disorders of the auditory system including anatomical, physiological, perceptual, and audiological manifestations of pathologies affecting hearing. Prerequisite: AUD 810 and AUD 829. LAB.
AUD 813. Psychoacoustics and Theories of Hearing. 3 Hours.
A study of relations between common acoustic stimuli and the responses they elicit; consideration of sensory scales, noise phenomena, and speech intelligibility. Prerequisite: AUD 829. LEC.
AUD 814. Hearing Conservation. 2 Hours.
A study of the major components of hearing conservation programs in industrial, educational, and military settings. Forensic audiology issues related to occupational hearing loss are included. Prerequisite: AUD 810 and AUD 829. LAB.
AUD 816. Speech Perception. 2 Hours.
Acoustic and perceptual characteristics of phonemes, words, and connected speech for normal-hearing adults and infants; how speech perception is assessed clinically and is affected by hearing loss, aging, use of amplification, talker differences, and linguistic factors. (Same as SPLH 716.) LEC.
AUD 817. Pediatric Audiology. 3 Hours.
Normal and pathological development of the auditory system; pediatric audiometric testing; auditory and communication aspects in the habilitation of hearing-impaired children. Prerequisite: AUD 810. LAB.
AUD 818. Vestibular Systems and Disorders. 3 Hours.
Study of the anatomy and physiology of the normal peripheral and central vestibular system; clinical assessment of vestibular disorders; vestibular rehabilitation. LEC.
AUD 819. Hearing Aids I. 3 Hours.
Study of the components, function, fitting, and performance characteristics of hearing aids, applications of amplification in rehabilitative audiology. Prerequisite: AUD 810. LEC.
AUD 820. Rehabilitative Audiology and Counseling. 3 Hours.
Principles and methods of auditory, communication, and social assessment and intervention with hard of hearing and deaf adults, children, and their families. Prerequisite: AUD 810 and AUD 819 or equivalent. LEC.
AUD 821. Hearing Aids II. 3 Hours.
The advanced study of the theoretical bases, techniques, and clinical application of hearing aids and their assessment. Participants will review, present, and discuss contemporary issues in hearing aid literature and research. Prerequisite: AUD 819. LEC.
AUD 822. Electro-Acoustics and Instrumentation. 3 Hours.
A study of the generation, control and measurement of the simple and complex sounds essential to clinical audiology and hearing research. LAB.
AUD 823. Cochlear Implants and Hearing Assistance Technologies. 2 Hours.
Through lecture and discussion format, this course will cover the principles and methods of assessment, candidacy, surgery, programming and rehabilitation of patients receiving cochlear implants. In addition, hearing assistance technologies such as large area systems and alerting devices will be covered with emphasis on classroom amplification. Prerequisite: AUD 819 and AUD 821 or permission of instructor. LEC.
AUD 824. Central Auditory Processing. 2 Hours.
The study of the anatomy and physiology of the central auditory system. Analysis and review of the diagnostic procedures and the therapeutic strategies for central auditory processing disorders. LEC.
AUD 828. Genetics and Hearing Loss. 2 Hours.
The fundamentals of human genetics as related to hearing loss, including patterns of inheritance, genotypic and phenotypic characteristics of the major forms of syndromic and nonsyndromic hearing loss; genetic counseling, genetic testing, possible genetic treatment, and issues related to them; resources for keeping up with this rapidly changing field. Prerequisite: Permission of instructor. LEC.
AUD 829. Anatomy and Physiology of the Hearing and Vestibular Mechanisms. 3 Hours.
Advanced study of the anatomical and physiological properties of the human hearing and vestibular mechanisms. LEC.
AUD 843. Clinical Practice in Audiology. 1-6 Hours.
Supervised clinical work at the University and/or University Medical Center audiology clinics, or affiliated, off-campus practicum sites. Prerequisite: Permission of instructor. FLD.
AUD 846. Independent Study in Problems in Audiology. 1-10 Hours.
AUD 851. Auditory Evoked Potentials. 3 Hours.
Theoretical bases, techniques, and clinical applications for auditory evoked potentials including electrocochleography, auditory brainstem response, middle and late latency and cognitive responses. Prerequisite: AUD 810, AUD 822, AUD 829, or permission of instructor. LEC.
AUD 853. Pharmacology for Audiology. 2 Hours.
Presentation and discussion topics including: basic pharmacology (pharmacokinetics and pharmacodynamics), mechanisms of ototoxicity, selected ototoxic agents, drugs used in otolaryngology, and a review of patient management strategies. Prerequisite: Enrollment in the Au.D. or Ph.D. audiology program or permission of instructor. LEC.
AUD 858. Business Audiology. 2 Hours.
An introduction to audiology business practice principles. Operational functions of the audiology clinic will be reviewed, including human resources, marketing, legal and ethical practice concerns, billing, coding and reimbursement. Prerequisite: enrollment in the Au.D. or Ph.D. audiology program or permission of instructor. LEC.
AUD 899. Thesis. 1-10 Hours.
AUD 940. Seminar in Audiology: _____. 1-4 Hours.
Advanced study of selected topics in audiology such as (but not limited to): cochlear micromechanics and other physiological processes; psychoacoustics, speech perception, cochlear implants, scientific reading, etc. Prerequisite: Enrollment in the Audiology Ph.D. or Au.D. program or permission of instructor. SEM.
AUD 941. Grand Rounds in Audiology. 1 Hour.
Presentations/discussion of clinical case studies and professional issues in Audiology. Au. D. students and audiology faculty members will participate in these sessions. DIS.
AUD 942. Investigation and Conference. 1 Hour.
Readings and case study analysis in preparation for the comprehensive exam. Enrollment is restricted to Au.D. students. Prerequisite: 2 years of full-time enrollment in the Au.D. program. IND.
AUD 944. Clinical Rotation. 1-6 Hours.
Supervised clinical work at the University and/or University Medical Center Audiology Clinics, or affiliated off-campus sites. The Clinic Rotation is intended to prepare students for entry into their Clinical Externship and foster increasing independence. Clinical skills required are defined in standards set forth by the American Speech-Language Association. FLD.
AUD 945. Clinical Externship. 1-9 Hours.
Supervised clinical work at the University of Kansas and/or KUMC audiology clinics, or affiliated, off-campus sites. The Clinical Externship is intended to refine clinical skills, increase clinical independence, and ensure that clinical skills meet the certification standards in audiology set forth by the American speech-Language-Hearing Association. Open to 3rd and 4th year Au.D. students. Approval from Instructor needed for 3rd year students. PRA.
AUD 999. Doctoral Dissertation. 1-12 Hours.
SLPD 801. Seminar on Evidence-Based Practice in Speech-Language Pathology and Other HealthSciences I. 3 Hours.
This course is designed to give students a thorough understanding of evidence-based principles and procedures so that they could provide evidence-based services in a clinical setting. It is also designed to prepare students to assume a position of leadership in which they would be required to promote and teach evidence-based practices to their staff clinicians. Prerequisite: Consent of instructor. SEM.
SLPD 802. Seminar in Evidence-Based Practices in Communicative Disorders. 3 Hours.
In this course, students apply information covered in SLPD 801 to their areas of primary concentration. In-class and on-line sessions are led by students and guests from the university and community. Student presentations include primarily reports of progress on their semester project, a meta-analysis dealing with a clinical issue of their choice. Students report on status of (a) their development of the research question; (b) details of the literature search; (c) evaluation of relevant studies; (d) determination of level of evidence provided by the studies; (e) calculation and aggregation of effect sizes; and (f) conclusions regarding the impact of the analysis on clinical practice. Guest presenters, including program and university faculty as well as clinic administrators and practitioners from the community, lead discussions on advantages of and problems with using evidence-based practices to help them make decisions in the speech-language clinic. Students will enroll in the class with class instructor. They will identify a lab instructor as well. LEC.
SLPD 804. Clinical Practice in Speech-Language Pathology: Advanced Training for the Experienced Clinician. 1-3 Hours.
Students participate in clinical experiences (assessment and/or treatment) related to their primary and/or secondary area of concentration. Clinical experiences in which the student learns about a particular patient population, standardized and non-standardized assessment measures, instrumentation, computer software, devices, and/or treatment techniques and strategies are possible. Prerequisite: certification in speech-language pathology from the American Speech-Language-Hearing Association. CLN.
SLPD 805. Independent Study in Speech-Language Pathology. 1-3 Hours.
Investigation of special topics by individual SLPD students. Prerequisite: Consent of Instructor. LEC.
SLPD 903. Capstone Project. 1-6 Hours.
The Capstone Project reflects the culmination of academic and advanced clinical study and may take many forms (e.g., small original research study, original analysis of data collected by another researcher, research literature meta-analysis, program design and analysis, etc.).The Capstone project will comprise a written report that involves both literature and field activity. A Capstone project represents the research and application of knowledge, as well as an articulated plan for dissemination of the outcomes. Students will enroll in this course for a total of 6 credits. Prerequisite: Consent of Instructor. RSH.
SPLH 120. The Physics of Speech. 4 Hours N.
An introduction to the acoustic structure of speech intended for nonscience majors. Emphasis will be placed on the methods and standards by which scientists measure and evaluate the physical characteristics of speech. Topics will include: simple harmonic motion, the propagation of sound waves, aerodynamic aspects of vocal fold vibration, resonance, digital speech processing, frequency analysis, and speech synthesis. Three class hours and one laboratory per week. (Same as LING 120.) Prerequisite: MATH 101 or 104 or equivalent. LEC.
SPLH 177. First Year Seminar: ______. 3 Hours GE11 / U.
A limited-enrollment, seminar course for first-time freshmen, addressing current issues in Speech-Language and Hearing. Course is designed to meet the critical thinking learning outcome of the KU Core. First-Year Seminar topics are coordinated and approved by the Office of First-Year Experience. Prerequisite: First-time freshman status. LEC.
SPLH 250. Study Abroad Topics in: _____. 1-5 Hours S.
A course designed to enhance international experience in topic areas related to speech-language-hearing at the freshman/sophomore level. Coursework must be arranged through the Office of KU Study Abroad. May be repeated for credit if the content differs. Prerequisite: Department permission. LEC.
SPLH 261. Survey of Communication Disorders. 3 Hours SI GE3S / S.
Provides a general understanding of normal and deviant speech, language, and hearing in adults and children. This course considers the normal development of communication behavior, the nature of communication disorders, and the interaction of speech pathology and audiology with allied fields (e.g., education, medicine, psychology, special education). LEC.
SPLH 418. Introduction to Cognitive Science. 3 Hours S.
Examines the data and methodologies of the disciplines that comprise Cognitive Science, an inter-disciplinary approach to studying the mind and brain. Topics may include: consciousness, artificial intelligence, linguistics, education and instruction, neural networks, philosophy, psychology, anthropology, evolutionary theory, cognitive neuroscience, human-computer interaction, and robotics. (Same as LING 418, PHIL 418, and PSYC 418.) Prerequisite: Consent of instructor. LEC.
SPLH 450. Study Abroad Topics in: _____. 1-5 Hours S.
A course designed to enhance international experience in topic areas related to speech-language-hearing at the junior/senior level. Coursework must be arranged through the Office of KU Study Abroad. May be repeated for credit if the content differs. Prerequisite: Department permission. LEC.
SPLH 451. Directed Study Abroad in Speech-Language-Hearing. 1-3 Hours S.
An independent study designed to enhance international experience in topic areas related to speech-language hearing. Investigation of special topic or project selected by the student with advice, approval, and supervision by a KU SPLH instructor and an authorized agent of the study abroad site. Experience must be arranged through the Office of KU Study Abroad. Such study may take the form of directed reading and/or directed research/clinical observation. A daily journal and final report is required. A maximum of six hours of credit may be counted, with no more than three in a single area of study. Prerequisite: Consent of instructor IND.
SPLH 452. Examining Global Perspectives in Speech-Language-Hearing: ______. 3 Hours AE42.
For students enrolled in an SPLH-sponsored Study Abroad program. Students participate in 12 hours of meetings in preparation for the Study Abroad experience. Pre-trip meetings focus generally on multi-cultural issues relevant to speech-language-hearing practice as well as specific cultural, linguistic, and service delivery issues for the target country. Students spend two weeks abroad, visiting sites to observe different types of service delivery for people with disabilities and places that are culturally and historically relevant. Periodic debriefing and small group discussions are conducted during the time abroad. A daily journal and post-visit reflection paper is required. Prerequisite: Instructor permission required. FLD.
SPLH 462. Principles of Speech Science. 3 Hours N.
Survey of the physiology of speech production, and the physics of sound. Emphasis upon methodologies in the laboratory study of normal speech. Prerequisite: SPLH 120, or concurrent enrollment in SPLH 120 or consent of instructor. LEC.
SPLH 463. Principles of Hearing Science. 3 Hours N.
This class discusses the concepts and principles relevant to normal hearing processing: anatomy, psychophysical methods, and basic subjective correlates of the auditory system. Prerequisite: SPLH 120, or concurrent enrollment in SPLH 120, or consent of instructor. LEC.
SPLH 464. Undergraduate Seminar in: _____. 1-3 Hours S.
Course organized any given semester to study particular subject matter or to take advantage of special competence by an individual faculty member. Topics change as needs and resources develop. Class discussion, readings, and individual projects. (Distribution credit given for two-three hours only.) LEC.
SPLH 465. Fundamentals of Clinical Phonetics. 1 Hour S.
Introduction to classification of American English speech sounds based on articulatory phonetics. Practice in phonetic transcription and analysis of normal and abnormal speech. Laboratory exercises to give students hands-on experience with selected topics from lecture. Prerequisite: Corequisite: SPLH 120. LEC.
SPLH 466. Language Science. 3 Hours S.
Introduction to structure/function of human languages as it relates to language development and disorders; processes involved in the expression and reception of language and the methodologies employed to study these processes. LEC.
SPLH 497. Mentored Research Experience. 2-8 Hours AE61 / S.
Study may be directed toward either reading for integration of knowledge and insight in Speech-Language-Hearing, or original research in the field. Student creates a plan of activities at the beginning of each semester under the mentor's guidance. Student and mentor review this plan at the end of each semester to evaluate progress. In the final semester of enrollment, student must complete a written report or a public oral presentation detailing the purpose, methods, results, and impact of the research. This final product partially meets the requirements for Research Experience Certification. (Eight hours maximum credit, which may be distributed through 4 semesters. No student may enroll for less than two hours credit or more than 4 hours of credit in a given semester). Prerequisite: Consent of Departmental Research Experience Coordinator. IND.
SPLH 498. Departmental Honors Research. 2-8 Hours AE61 / S.
Study may be directed toward either reading for integration of knowledge and insight in Speech-Language-Hearing, or original research in the field. Student creates a plan of activities at the beginning of each semester under the mentor's guidance. Student and mentor review this plan at the end of each semester to evaluate progress. In the final semester of enrollment, student must complete a written report or a public oral presentation detailing the purpose, methods, results, and impact of the research. This final product partially fulfills the requirements for Departmental Honors. (Eight hours maximum credit, which may be distributed through 4 semesters. No student may enroll for less than two hours credit or more than 4 hours of credit in a given semester). Prerequisite: Consent of Departmental Honors Coordinator. IND.
SPLH 499. Directed Study in Speech-Language-Hearing. 1-3 Hours AE61 / S.
Investigation of special topic or project selected by the student with advice, approval, and supervision of an instructor. Such study may take the form of directed reading and/or directed research/clinical observation. Individual reports and conferences. (Distribution credit given for two-three hours only.) A maximum of six hours of credit may be counted, with not more than four in a single area of study.) Prerequisite: Consent of instructor. IND.
SPLH 516. Speech Perception. 2 Hours S.
Acoustic and perceptual characteristics of phonemes, words, and connected speech for normal-hearing adults and infants; how speech perception is assessed clinically and is affected by hearing loss, aging, use of amplification, talker differences, and linguistic factors. Prerequisite: SPLH 120 Physics of Speech. Prerequisite or Corequisite: SPLH 463 Principle of Hearing Science. LEC.
SPLH 565. Language Sample Analysis Lab. 1 Hour S.
The study of the analysis of language produced by children with respect to its phonological, lexical, morphological, syntactic, and pragmatic characteristics. Prerequisite: Corequisite: SPLH 566. LAB.
SPLH 566. Language Development. 3 Hours SI GE3S / S.
Study of language acquisition in children, including phonologic, morphologic, syntactic, and semantic components. Methods of language measurement, the role of comprehension, and pragmatic aspects of language use are included. May be taught in lecture or online format. LEC.
SPLH 568. Introduction to Audiological Assessment and Rehabilitation. 4 Hours U.
Introduction to methods for assessing and treating hearing disorders in adults and children, as well as conditions that result in hearing loss. Course includes clinical observation and extensive hands-on experience with clinical techniques. Prerequisite: SPLH 463. LEC.
SPLH 571. Introduction to Speech-Language Pathology. 4 Hours U.
This course provides training in clinical management of communicative disorders in children and adults. Principles of evaluation, application of diagnostic information, intervention planning, intervention process, data collection and application, report writing, and interactions with parents and other professionals are examined. Participation in observation and laboratory activities is required. LEC.
SPLH 588. Multicultural Considerations in Speech-Language-Hearing I. 2 Hours S.
This course introduces foundational concepts of culture and diversity, bilingualism, bias, and components and processes leading to cultural competency. Students explore health and educational disparities in the United States and beyond. Students will reflect on their cultural identity, and how their experiences and perspectives may differ from others, and how their experiences can influence service delivery in speech-language pathology and audiology. Prerequisite: SPLH 566 or LING 415 or consent of instructor. LEC.
SPLH 589. Multicultural Considerations in Speech-Language-Hearing II. 2 Hours S.
This course builds on foundational concepts from SPLH 588 by exploring potential cultural and linguistic characteristics of populations that are typically underrepresented in many sectors of the Unites States, including education and health care. Case studies are implemented to examine cultural and linguistic influences on assessment and treatment processes in speech-language pathology and audiology. Prerequisite: SPLH 588. LEC.
SPLH 620. The Communicating Brain: The Ultimate Personal Computer. 3 Hours U.
This course introduces the study of human neuroscience with a particular focus on human communication. The course provides an overview of the relevant anatomical structures and function along with an introduction to the basic methods used to investigate central nervous system function. Students are introduced to the study of perceptual, motor, and language function in the nervous system through a series of examples drawn from normal function and clinical cases. The examples are selected to highlight how these systems develop and are influenced by experience, implantable devices developed to interface with the nervous system, and how computers and animals are used as models to learn about nervous system function. Prerequisite: A 400-level course in SPLH, or consent of instructor. LEC.
SPLH 660. Research Methods in Speech-Language-Hearing. 3 Hours AE61.
Research Methods is about the methods used to conduct, describe and evaluate science in communication disorders. Goals for learner outcomes include: 1) evaluation of research including adequacy of research to address scientific and clinical problems, 2) reading, summarizing and describing research through a literature review, 3) describing a hypothetical research study that addresses a specific question or hypothesis identified by the student, and 4) providing constructive peer reviews of research paper drafts. Prerequisite: 9 credits of SPLH course work; English 101 and ENGL 102 (or course meeting core skill in written communication); or consent of instructor. LEC.
SPLH 670. Beginning Clinical Practice in Audiology. 1-3 Hours N.
Testing of hearing using pure tone air and bone conduction tests with both normal and hearing-impaired individuals. Prerequisite: SPLH 568, or concurrent enrollment in SPLH 568, overall GPA 3.0 and consent of instructor. FLD.
SPLH 672. Clinical Practice in Speech-Language Pathology. 3 Hours S.
Clinical practice with children and adults. Group and individual conferences with staff required. Repeatable once for credit. Prerequisite: SPLH 571 and overall GPA of 3.0. FLD.
SPLH 716. Speech Perception. 2 Hours.
Acoustic and perceptual characteristics of phonemes, words, and connected speech for normal-hearing adults and infants; how speech perception is assessed clinically and is affected by hearing loss, aging, use of amplification, talker differences, and linguistic factors. (Same as AUD 816.) LEC.
SPLH 752. Examining Global Perspectives in Speech-Language-Hearing: ______. 3 Hours.
For students enrolled in an SPLH-sponsored Study Abroad program. Students will participate in 12 hours of meetings in preparation for the Study Abroad experience. Pre-trip meetings will focus generally on multi-cultural issues relevant to speech-language-hearing practice as well as specific cultural, linguistic, and service delivery issues for the target country. Students may be required to facilitate discussions or prepare presentations for these meetings. Students will spend two weeks abroad, visiting sites to observe different types of service delivery for people with disabilities and places that are culturally and historically relevant. Students may partner with undergraduates to facilitate any clinically focused experiences. Periodic debriefing and small group discussions will be conducted during the time abroad. A daily journal and post-visit reflection paper will be required. FLD.
SPLH 764. Seminar in: _____. 1-3 Hours.
The subject matter of this seminar will be special topics from speech pathology and audiology. Special prerequisite may be established for a given topic. LEC.
SPLH 799. Proseminar in Child Language. 2 Hours.
A review and discussion of current issues in children's language acquisition. May be repeated for credit. Graded on a satisfactory/unsatisfactory basis. (Same as ABSC 797, CLDP 799, LING 799 and PSYC 799.) (Formerly HDFL 797.) LEC.
SPLH 816. Language Development. 3 Hours.
Study of language acquisition in children, including the morphologic, syntactic, and semantic components. Methods of language measurement, the role of comprehension, and pragmatic aspects of language use will be included. Not open to students who have credit for SPLH 566. Laboratory by appointment. LEC.
SPLH 820. Developmental Phonological Disorders. 2 Hours.
Focuses on speech and non-speech characteristics of children with developmental phonological disorders. Emphasis placed on collection and phonetic transcription of speech samples, phonological analysis of transcribed data, and decision-making processes in assessment and intervention. LEC.
SPLH 822. Dysarthria/Apraxia. 2 Hours.
This course describes the neuroanatomic bases of motor-speech processes, the diagnosis, classification, assessment, prognosis, and treatment of dysarthria(s) and apraxia(s). LEC.
SPLH 824. Fluency Disorders. 2 Hours.
The nature of stuttering in children and adults is discussed. Theories regarding etiology, development, and maintenance of the disorder are presented. Emphasis is placed on various clinical approaches to assessment, measurement, and treatment. LEC.
SPLH 826. Phonatory Disorders. 2 Hours.
This course reviews the function of the laryngeal and respiratory mechanisms including the parameters and processes of phonation. Primary content addresses diagnosis, description, and treatment of organic and non-organic disorders of phonation. LEC.
SPLH 828. Speech Disorders in Special Populations. 2 Hours.
This course reviews anatomy and physiology of the velopharyngeal mechanism. Diagnosis and management of velopharyngeal dysfunction and associated problems considered. Anatomy, physiology, and rehabilitation associated with certain oral, pharyngeal, and laryngeal abnormalities discussed. Emphasis is on the speech problems of adults following medical management. Populations include individuals with laryngectomies, glosectomies, and tracheotomies. LEC.
SPLH 832. Dysphagia. 2 Hours.
This course covers normal and disordered swallowing. Evaluation and treatment of swallowing disorders, the dysphagia team, and dysphagia in special populations are considered. LEC.
SPLH 840. Language Disorders of Children: Infants and Toddlers. 2 Hours.
This course examines factors relating to language disorders in the birth to three population. At-risk populations, as well as those with known etiologies, are considered. Information on assessment, intervention, and service delivery models is addressed. Issues relating to Public Law 99-457 are also examined. LEC.
SPLH 842. Language Disorders of Children: Preschool. 2 Hours.
This course examines language disorders of preschool-age children in the late preschool years. The course includes information on incidence, characteristics, assessment, and intervention. Theoretical issues and their implication for language intervention are also examined. LEC.
SPLH 844. Language Disorders of Children: School Age. 2 Hours.
This course examines language development during the school years and how problems in this development interact with school performance. Emphasis is placed on the role of the speech-language pathologist in the early identification, assessment, and remediation of language-learning problems. LEC.
SPLH 846. Language Disorders of Adults. 2 Hours.
Neurological aspects of language processes, classification of aphasia, and assessment of language deficits are discussed. Management approaches including intervention strategies and rehabilitation are also considered. LEC.
SPLH 848. Language Disorders of Special Populations. 2 Hours.
This course focuses on the unique language impairments of individuals with mental retardation, autism, cerebral palsy, hearing impairments, dual sensory impairments, and other communication disorders (e.g., ADD). Language characteristics as well as assessment and intervention strategies are studied. LEC.
SPLH 850. Language Disorders Secondary to Closed Head Injury and Dementia. 2 Hours.
Neuroanatomy and physiology relevant to diffuse brain injury are discussed. Characteristics and intervention strategies relating to traumatic brain injury and dementia are studied. LEC.
SPLH 852. Augmentative and Alternative Communication. 2 Hours.
This course describes augmentative and alternative communication (AAC) assessment and intervention issues as they apply to children and adults with both congenital and acquired speech and/or language disabilities. Areas of study include AAC systems, assessment strategies and procedures, intervention strategies, and AAC information resources. LEC.
SPLH 853. Augmentative and Alternative Communication and Adult Acquired Disorders. 2 Hours.
This course will build on the concepts of assessment and intervention obtained in the Augmentative and Alternative Communication (AAC) course. Content will be related specifically to adults with acquired communication disorders. Information about low and high tech AAC systems appropriate for adults, assessment protocols, approaches to intervention, and advocacy will be applied in a case-based format. LEC.
SPLH 854. Reading Disorders. 2 Hours.
This course addresses the perceptual, linguistic, and cognitive processes utilized in written communication. Acquired and developmental disorders of written language are examined in relation to issues concerning characteristics, etiology, early identification, assessment, and remediation. LEC.
SPLH 860. Evaluation of Speech and Language. 2 Hours.
Provides a general framework for speech and language evaluations. Issues related to initiation and termination of treatment are discussed. Practice is provided in evaluating norm- and criterion-referenced information used in diagnostic, referral, and treatment decisions. LEC.
SPLH 861. Seminar in Research Methodology in Speech Pathology and Audiology: _____. 3 Hours.
This seminar is concerned with the design, instrumentation, execution, and reporting of research in audiology and speech pathology. SPLH 760 or its equivalent and some statistics are recommended before entering this seminar. LEC.
SPLH 862. Clinical Processes. 1 Hour.
Orients student to clinical procedures, policies, requirements, and expectations of program. Therapy models, planning, and philosophies are discussed along with implementation and evaluation of therapy procedures. Professional issues are also considered. May be repeated for credit. LEC.
SPLH 864. Advanced Clinical Practice in Speech-Language Pathology. 1-6 Hours.
Students conduct supervised clinical work in a variety of settings. May be repeated for credit. Prerequisite: Department approval. Group and individual conferences with staff required. FLD.
SPLH 866. Field Study in Speech-Language Pathology. 5-12 Hours.
The field study provides work experiences in clinical and/or research activities. The student takes this course near the end of the degree program. Assignments include supervised work in a variety of approved settings. May be repeated for credit. Prerequisite: Advisor's consent. FLD.
SPLH 868. Professional Issues. 1 Hour.
Forum for the presentation and discussion of scientific and professional issues by faculty and advanced graduate students. May be repeated for credit. SEM.
SPLH 874. Master's Research Practicum. 1-3 Hours.
This course is designed to give students experience in conducting research. Students apply and extend their knowledge and skills by participating in a research project under the supervision of a mentor. Students may assist with or independently conduct research in speech, language, or hearing. Prerequisite: SPLH 660 or equivalent research methods course. RSH.
SPLH 876. Independent Study in Problems of Speech, Language, and Hearing. 1-6 Hours.
Investigation of special topics by individual master's level students. Paper required. Prerequisite: Consent of instructor. RSH.
SPLH 880. Seminar in Speech-Language Pathology: _____. 1-3 Hours.
May be repeated for credit. LEC.
SPLH 888. Multicultural Considerations in Speech-Language-Hearing I. 1 Hour.
This course introduces foundational concepts of culture and diversity, bilingualism, bias, and components and processes leading to cultural competency. Students explore health and educational disparities in the United States and beyond. Students will reflect on their cultural identity, and how their experiences and perspectives may differ from others, and how their experiences can influence service delivery in speech-language pathology and audiology. This course is offered at the 500 and 800 levels, with additional assignments at the 800 level. LEC.
SPLH 889. Multicultural Considerations in Speech-Language-Hearing II. 1 Hour.
This course builds on foundational concepts from SPLH 888 by exploring potential cultural and linguistic characteristics of populations that are typically underrepresented in many sectors of the Unites States, including education and health care. Case studies are implemented to examine cultural and linguistic influences on assessment and treatment processes in speech-language pathology and audiology. This course is offered at the 500 and 800 levels, with additional assignments at the 800 level. Prerequisite: SPLH 888 or consent of instructor. LEC.
SPLH 899. Master's Thesis. 1-6 Hours.
SPLH 900. Proseminar in Communicative Disorders. 1 Hour.
A weekly forum for students and faculty to discuss professional issues and interdisciplinary research in communicative disorders and related fields. May be repeated for credit. Limited to two hours credit counted toward an MA or AuD degree. Limited to four hours credit counted toward the PhD degree. Graded on satisfactory/unsatisfactory basis. SEM.
SPLH 964. Seminar in: _____. 1-3 Hours.
The subject matter of this seminar will be special topics from speech pathology and audiology, including those related to research methodology and research or academic careers. Special prerequisites may be established for a given topic. LEC.
SPLH 966. Seminar in Language Development. 3 Hours.
The course pertains to relevant research regarding infant speech development, vocabulary development, linguistic development, articulation development, and language retardation. (Same as ABSC 920, formerly HDFL 920.) LEC.
SPLH 968. Seminar in Communication Disorders. 3 Hours.
Study in depth of the communication behavior associated with brain injury and/or oral anomalies. LEC.
SPLH 970. Independent Study in Problems of Speech and Hearing. 1-6 Hours.
Investigation of special topics by individual students. Paper required. RSH.
SPLH 974. Doctoral Research Practicum. 1-6 Hours.
Application of research methodology in a laboratory situation. Emphasis is on direct participation in designing and conducting an experimental investigation in speech or hearing. FLD.
SPLH 975. Directed Teaching: Speech Pathology and Audiology. 1-3 Hours.
Provides experiences in classroom and laboratory instruction under supervision of graduate faculty. Variable credit to reflect amount of instructional responsibility assumed. May be repeated up to a maximum of six semester hours. FLD.
SPLH 976. Independent Study in Grant Writing. 1-3 Hours.
Students will identify a funding agency appropriate for their research, learn the application procedures for that agency, and draft a grant application following the identified agency's format. The faculty mentor will arrange for a review of the grant application following the agency's review criteria and format. May be repeated up to a maximum of three credits. IND.
SPLH 982. Issues in Scientific Conduct. 3 Hours.
Lectures and discussion on issues in the conduct of a scientific career, with emphasis on practical topics of special importance in behavioral science. Topics will include the academic and scientific roles of behavioral scientists, establishing a research lab, communicating research findings, tenure processes, gender equity, ethical conduct, and good scientific citizenship. Discussions will highlight important case studies. (Same as CLDP and PSYC 982.) LEC.
SPLH 998. Investigation and Conference (For Doctoral Candidates). 1-8 Hours.
(Limited to eight hours credit towards the Ph.D. degree.) Readings, critical thinking, and scientific writing in preparation for the oral comprehensive exam. RSH.
SPLH 999. Doctoral Dissertation. 1-12 Hours.
Mail Stop 3039, 3901 Rainbow Blvd.


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architecture, belvedere, eyecatcher, Folly, landscape, Observatory, South Yorkshire
Burton Summer House, Monk Bretton, South Yorkshire
Posted on October 9, 2020 by Editor
Image courtesy of Barnsley Archives & Local Studies
In the early 19th century the Reverend William Wordsworth (1783-1869) built an observatory on high land near the village of Monk Bretton. The lofty landmark was demolished in the mid-20th century, and is known today only from a few photographs.
Wordsworth (a distant relative of his namesake the poet) studied at Oxford and was then ordained into the priesthood. He was curate at Mersham, in Kent, and Domestic Chaplain to Viscount Palmerston, before moving to the parish of Ardwick on the edge of Manchester. By 1824 he and his wife had moved to Monk Bretton, near Barnsley, where he had inherited his grandfather's estate. There Wordsworth lived the life of a country gentleman, and became a respected magistrate.
Monk Bretton Castle from Rotherham Road, c.1955. Image courtesy of Barnsley Archives & Local Studies
No architect is known for the tower, which is also known as Wordsworth's Folly, Burton Castle (Burton being a corruption of Bretton widely used in the 18th and early 19th centuries) or Monk Bretton Castle. Originally it was called the Summer House, and it is marked as such on the 1st series Ordnance Survey map published in 1841. The surveyors would have been sure of its name, for they used the tower as a triangulation point when working on the map series. A sketch map, copied from the surveyor's drawing, survives showing that the tower had views to the 'dome on Pontefract Church' (St Giles), 10 miles away, as well as several other churches and another pleasure pavilion, the belvedere at Bilham, almost 8 miles away.
Image courtesy of C. Hoare & Co., archive WW/5/29.
By the time the revised 1st edition map was published in 1855 the tower was called the Observatory, and the village held their 1857 Floral & Horticultural Show in the adjacent 'Observatory Field'.
Wordsworth's tower was his 'calm retreat', and from the summit he enjoyed a panorama that encompassed views to Barnsley, Wakefield, and the great estates of Wentworth Castle, Wentworth Woodhouse and Bretton Park. Every lofty tower in Yorkshire claims a view to York Minster, but at least Wordsworth admitted to the use of a telescope, as described in this extract from On the Observatory at Monk Bretton by the Barnsley Poet Thomas Lister:
Should optic power assist the sight,
The eye may speed its joyful flight,
Where nobler scenes expand-
See Ebor's sacred splendour smile-
With awe regard that mighty pile!-
The glory of our land.
In 1895 locals appealed for the Observatory Field to be made into a recreation ground, and the tower to be made accessible to the locals, many of whom had 'no idea what a noble prospect there is from the top'. Such a park it was argued would be unrivalled locally 'in the matter of beauty of situation and the extent of prospect it would command.' The campaign was a partial success, and maps from the first years of the 20th century show a 'Cricket and Football Ground' had been established in the shadow of the observatory, although there is no evidence that the tower was opened to visitors. Monk Bretton Cricket Club still play at the 'Castle Ground'.
In 1953 a beacon was lit at 'Monk Bretton Castle' to mark the coronation of the new queen. Sadly this was its last hurrah, and Barnsley Council demolished the deteriorating tower for safety reasons a few years later.
Monk Bretton Castle and the War Memorial, c. 1940. Image courtesy of Barnsley Archives & Local Studies
For some years the tower was framed by the twin columns of Monk Bretton's very unusual and attractive war memorial, erected in 1920 to remember those who did not return from the First World War. The columns, which now also commemorate those lost in World War II, were moved across the road in 1978, where they are sited in a neat little garden of remembrance.
A sudden brash burst of colour after a monochrome post.
It is still possible to stand on the site of the tower, close to an O.S. trig point (at the time of writing inexplicably painted to represent a minion from the Despicable Me film franchise), and see a vast panorama over Barnsley and beyond. And the tower is at least remembered in the street names of a recently-erected housing development.
The belvedere at Bilham is a subject for another day, but to whet your appetite…
Bilham Belvedere cc-by-sa/2.0 – © John Bayes – geograph.org.uk/p/2386550
Thank you for reading, and if this post has prompted any thoughts or questions please scroll down to comment. If you would like to receive a folly story in your inbox each week then why not subscribe?
BarnsleyBilhamBurton Summer HouseMonk BrettonMonk Bretton CastleReverend William WordsworthSouth YorkshireThomas ListerWordsworth's Folly
10 thoughts on "Burton Summer House, Monk Bretton, South Yorkshire"
Margaret 21 says:
Well, how about that? I used to live in Sheffield and never knew about this. To Be Put Right. Thank you.
I only found out about this lost folly very recently and enjoyed discovering more. Glad you enjoyed its history and thanks for commenting.
Ivan Burrows says:
Oh boy. Monk |Bretton CaSTLE. Played there as a kid when my parents took us up there.
memories bruoght back
So pleased this post has brought back happy memories. Such a shame it is gone. Thank you for taking the time to comment.
Arthur Fisher says:
The land to the west of Bretton Castle (as we locals call it) is now laid out for houses, and the street were named after famous writers. I live on Shelley Drive, which is off Tennyson Road, and so on. Now the road nearest to the folly is now Wordsworth Road: possibly in commeration of its builder – who was a distant relative of his more famous namesake.
Hello Arthur. It's good to hear from a local. I didn't know about the streets named after poets – so as you say Wordsworth could refer to both the builder and his better-known relative. Thanks for getting in touch.
Richard Watson says:
Richard Watson. *
Very informative, I grew up in a nearby village. The Tower was then known as Monk Bretton Castle and a nearby short terrace of older stone cottages was called Castle Row. Later I found the tower was called an observatory on a local Ordnance Survey map. Sad to see the tower has gone.
Hello Richard. Thanks for getting in touch and sharing your memories of this lost tower. At least the history remains even though the tower is long gone.
"Castle Row" is now long gone, but the name is still perpetuated by nearby Castle Close which is nearby, off Burton Road.
Thank you Arthur for adding a little more to the history.

redpajama_set_name: RedPajamaCommonCrawl


The assembling together was never for the sole purpose of the congregation hearing a pastor preach a sermon each week and then everyone going home until the next assembling together. The assembling together was for the purpose of BELIEVERS exhorting (rallying; encouraging) one another in the things of God..
This is not to say that the Spirit of God can't move someone to deliver a sermon…He certainly can. However, according to Hebrews 10:25 the intent for assembling together is for community participation in the practice of encouraging one another.


Roxbury Community College strongly encourages any victim of, or a witness to a crime occurring on or near the College—regardless of its nature—to report the incident immediately to RCC Public Safety to ensure that prompt and appropriate action can be taken.
Crimes occurring off campus should be reported to the local law enforcement agency having proper jurisdiction. If you are unsure of the proper jurisdiction, contact Public Safety and they will assist you in contacting the proper agency.
To report a crime, pick up any black wall phone or dial 617-541-5338 from an off-campus telephone or a personal cell phone.
If you are off-campus, or out of the jurisdiction of RCC Public Safety, please contact 911 immediately!


Before you begin filling out your NCAA Tournament brackets, I strongly recommend reviewing the historical information contained below as it should assist you in prevailing in your March Madness office pool and/or in earning bragging rights with your friends. Keep in mind that at least one Top 4 seed has lost in the first round of the NCAA Tournament in 23 of the last 27 years, while No. 15 and No. 16 seeds have only won 4 of 216 games!
Teams have been seeded 1 through 16 since 1985 and, since that time, a No. 16 seed has never defeated a No. 1 seed in the NCAA Tournament (0-108). With this empirical evidence in hand, you should never select a No. 16 seed to win in your bracket. Also keep in mind that No. 1 seeds have made it to the Sweet Sixteen 87% of the time, and have posted a 94-14 record in the second round. No 1. seeds are 41-10 versus No. 8 seeds and 53-4 against No. 9 seeds in the second round.
Since 1985, No. 15 seeds are a terrible 4-104 (3.7%) in the first round of the NCAA Tournament. Indeed, a No. 15 seed has not defeated a No. 2 seed in eight years when Hampton pulled an incredible upset over Iowa State. While Belmont nearly defeated Duke a few years ago, you should side with the No. 2 seeds in your office bracket as they present the best value from a historical (and probability) standpoint. After the first round, No. 2 seeds have not been as reliable as at least one No. 2 seed has been defeated in the second round in 12 of the last 13 years. Please keep in mind that No. 2 seeds are 70-34 in the second round, including 47-17 versus No. 7 seeds and 23-17 against No. 10 seeds.
Bracket Tip: Avoid all No. 15 and No. 16 seeds at all costs in the opening round of the NCAA Tournament as these teams are a combined 4-212 (1.9%).
While No. 14 seeds have enjoyed slightly more success than No. 15 seeds, they remain an unreliable 16-92 (14.8%) since 1985. I should also note that the sixteen No. 14 seeds that managed to escape the opening round with a win are 2-14 in the second round of the Tournament. Once again, historical trends and mathematical probability dictate avoiding No. 14 seeds in your office bracket.
No. 13 seeds have a slightly better probability of succeeding in the first round of the Tournament as evidenced by their 23-85 (21.3%) record since 1985. Since 2008, No. 13 seeds have been a solid choice in brackets all over the country. However, before going crazy and choosing more than one No. 13 seed to succeed in the opening round game, keep in mind that multiple 13 seeds have won only three times over the last 27 years.
Bracket Tip: Choose the Top 4 seeds to advance in the first round of the NCAA Tournament. Moreover, at least one of the Top 4 seeds in the NCAA Tournament have reached the Final Four 85% of the time since 1985 (92-of-108 spots). Let's also note that a top seed (#1 thru #3) has found itself in the national championship game 83.3% of the time since 1985, while a No. 1 seed has played in the national championship game 46.3% of the time over the last 26 years.
Historically, No. 12 seeds have been very good in the NCAA Tournament as they are 36-72 (33.3%) since 1985. Based on that historical trend, you should always pick at least one No. 12 seed to win their first round game, and that conclusion is supported by the fact that one or more No. 12 seeds have won in 22 of the last 26 Tournaments.
No. 11 seeds are a modest 36-72 (33.3%) since 1985, and at least one No. 11 seed has won a game in nine of the last ten Tournaments.
Bracket Tip: Choose at least one No. 11 and/or No. 12 seed as these teams have each won 36 games in the first round of the NCAA Tournament over the last 27 years, which is an average of 1.33 wins per year.
Since 1985, No. 10 seeds are 43-65 (39.8%) in the first round of the Tournament. You should also know that a No. 10 seed has never advanced to the Final Four, but eighteen No. 7 seeds have reach the Sweet Sixteen Round over the last 27 years.
Since 1985, No. 9 seeds are a decent 57-51 (52.8%) in the first round of the Tournament. While picking a No. 9 seed to prevail in the first round appears to be a smart move, be advised that a No. 9 seed has never advanced past the Elite Eight. More importantly, only one No. 9 seed has advanced to the Elite Eight since 1985!
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In the fulness of conquest, Mahomet the Second still felt at his bosom this domestic thorn ; his lieutenants were permitted to negotiate a truce; and the Albanian prince may justly be praised as a firm and able champion of his national independence. The enthusiasm of chivalry and religion has ranked him with the names of Alexander and Pyrrhus, nor would they blush to acknowledge their intrepid countryman; but his narrow dominion and slender powers must leave him at an humble distance below the heroes of antiquity, who triumphed over the East and the Roman legions. His splendid achievements, the bashaws whom he encountered, the armies that he discomfited, and the three thousand Turks who were slain by his single hand, must be weighed in the scales of suspicious criticism. Against an illiterate enemy, and in the dark solitude of Epirus, his partial biographers may safely indulge the latitude of romance; but
their fictions are exposed by the light of Italian history; and (Scander they afford a strong presumption against their own truth by a Angdom fabulous tale of his exploits, when he passed the Adriatic with A.D. 1461, eight hundred horse to the succour of the king of Naples. 48 Auguste. Without disparagement to his fame, they might have owned
that he was finally oppressed by the Ottoman powers; in his
extreme danger, he applied to Pope Pius the Second for a refuge and death in the ecclesiastical state ; and his resources were almost exA.D. 1467, - hausted, since Scanderbeg died a fugitive at Lissus, on the
Venetian territory.49 His sepulchre was soon violated by the
Turkish conquerors ; but the Janizaries, who wore his bones 1A.D. 1479] enchased in a bracelet, declared by this superstitious amulet
their involuntary reverence for his valour. The instant ruin of his country may redound to the hero's glory; yet, had he balanced the consequences of submission and resistance, a patriot, perhaps,
December)
17th Jon.
48 See the marvels of his Calabrian expedition in the ixth and xth books of Marinus Barletius, which may be rectified by the testimony or silence of Muratori (Annali d'Italia, tom. xiii. p. 291), and his original authors (Joh. Simonetta de Rebus Francisci Sfortiæ, in Muratori, Script. Rerum Ital. tom. xxi. p. 728, et alios). The Albanian cavalry, under the name of Stradiots, soon became famous in the wars of Italy (Mémoires de Comines, 1. viii. c. 5). [The date of Scanderbeg's expedition to Italy is fixed by Pisko (p. 86-88) by means of new documents. According to Antonius Guidobonus, the ambassador of Milan at Venice, the troops which Scanderbeg took with him numbered 2000 foot and 1000 horse.]
49 Spondanus, from the best evidence and the most rational criticism, has reduced the giant Scanderbeg to the human size (A.D. 1461, No. 20; 1463, No. 9; 1465, No. 12, 13; 1467, No. 1). His own letter to the pope, and the testimony of Phranza (1. iii. c. 28), a refugee in the neighbouring isle of Corfu, demonstrate his laßt distress, which is awkwardly conoealed by Marinus Barletius (1. x.).
would have declined the unequal contest which must depend on the life and genius of one man. Scanderbeg might indeed be supported by the rational though fallacious hope that the pope, the king of Naples, and the Venetian republic would join in the defence of a free and Christian people, who guarded the seacoast of the Adriatic and the narrow passage from Greece to Italy. His infant son was saved from the national shipwreck; the Castriots 50 were invested with a Neapolitan dukedom, and their blood continues to flow in the noblest families of the realm. A colony of Albanian fugitives obtained a settlement in Calabria, and they preserve at this day the language and manners of their ancestors.51
In the long career of the decline and fall of the Roman Constanempire, I have reached at length the last reign of the princes lunt of the of Constantinople, who so feebly sustained the name and majesty Greek em of the Cæsars.52 On the decease of John Palæologus, who sur-1448, 1st vived about four years the Hungarian crusade, 53 the royal family, 1453, 29th by the death of Andronicus and the monastic profession of Isidore, was reduced to three princes, Constantine, Demetrius, and Thomas, the surviving sons of the emperor Manuel. Of these the first and the last were far distant in the Morea ; but Demetrius, who possessed the domain of Sely bria, was in the (Selymsuburbs, at the head of a party ; his ambition was not chilled by the public distress; and his conspiracy with the Turks and the schismatics had already disturbed the peace of his country. The funeral of the late emperor was accelerated with singular and even suspicious haste; the claim of Demetrius to the vacant throne was justified by a trite and flimsy sophism, that he was born in the purple, the eldest son of his father's reign. But the empresg-mother, the senate and soldiers, the clergy and
perors, A.D.
bria)
50 See the family of the Castriots in Ducange (Fam. Dalmaticæ, &c. xviii. p. 348-350).
51 This colony of Albanese is mentioned by Mr. Swinburne (Travels into the Two Sicilies, vol. i. p. 350-354).
52 (Constantine is generally numbered as Constantine XI., but Gibbon (who counts Constantine, son of Romanus I., as Constantine VIII. ; see above, vol v. p. 222) makes him Constantine XII. He was distinguished by the surname Dr&gases, derived through his mother Irene, who was daughter of Constantine Dragases, a Servian prince.]
53 The chronology of Phranza is clear and authentic ; but, instead of four years and seven months, Spondanus (A.D. 1445, No. 7) assigns geven or eight years to the reign of the last Constantine, which he deduces from a spurious epistle of Eugenius IV. to the king of Ethiopia.
VOL. VII.-11
[Jan. A.D. 1449)
people, were unanimous in the cause of the lawful successor ; and the despot Thomas, who, ignorant of the change, accidentally returned to the capital, asserted with becoming zeal the interest of his absent brother. An ambassador, the historian Phranza, was immediately dispatched to the court of Hadrianople. Amurath received him with honour, and dismissed him with gifts; but the gracious approbation of the Turkish sultan announced his supremacy, and the approaching downfall of the Eastern empire. By the hands of two illustrious deputies, the Imperial crown was placed at Sparta on the head of Constantine.54 In the spring, he sailed from the Morea, escaped the encounter of a Turkish squadron, enjoyed the acclamations of his subjects, celebrated the festival of a new reign, and exhausted by his donatives the treasure, or rather the indigence, of the state. The emperor immediately resigned to his brothers the possession of the Morea, and the brittle friendship of the two princes, Demetrius and Thomas, was confirmed in their mother's presence by the frail security of oaths and embraces. His next occupation was the choice of a consort. A daughter of the doge of Venice had been proposed; but the Byzantine nobles objected the distance between an hereditary monarch and an elective magistrate; and in their subsequent distress the chief of that powerful republic was not unmindful of the affront. Constantine afterwards hesitated between the royal families of Trebizond and Georgia; and the embassy of Phranza represents in his public and private life the last days of the Byzantine empire.55
The protovestiare, or great chamberlain, Phranza, sailed from Constantinople as minister of a bridegroom; and the relics of wealth and luxury were applied to his pompous appearance. His numerous retinue consisted of nobles and guards, of physicians and monks; he was attended by a band of music; and the term of his costly embassy was protracted above two years.
On his arrival in Georgia or Iberia, the natives from the towns and villages flocked around the strangers; and such was their simplicity that they were delighted with the effects, without understanding the cause, of musical harmony. Among the crowd was an old man, above an hundred years of age, who had formerly
Embassies of Phranza, A.D. 1450 1452
50[The ceremony was not renewed at Constantinople. The emperor desired to avoid any occasion for quarrels between the Unionists and anti-Unionists.]
55 Phranza (1. iii. c. 1-6) deserves credit and esteem.
been carried away a captive by the barbarians, 56 and who amused his hearers with a tale of the wonders of India, 57 from whence he had returned to Portugal by an unknown sea.58 From this hospitable land Phranza proceeded to the court of Trebizond, where he was informed by the Greek prince of the recent decease of Amurath. Instead of rejoicing in the deliverance, the experienced statesman expressed his apprehension that an ambitious youth would not long adhere to the sage and pacific system of his father. After the sultan's decease, his Christian wife Maria, 59 the daughter of the Servian despot, had been honourably restored to her parents : on the fame of her beauty and merit, she was recommended by the ambassador as the most worthy object of the royal choice; and Phranza recapitulates and refutes the specious objections that might be raised against the proposal. The majesty of the purple would ennoble an unequal alliance; the bar of affinity might be removed by liberal alms and the dispensation of the church; the disgrace of Turkish nuptials had been repeatedly overlooked ; and, though the fair Maria was near fifty years of age, she might yet hope to give an heir to the empire. Constantine listened to the advice, which was transmitted in the first ship that sailed from Trebi. zond; but the factions of the court opposed his marriage; and it was finally prevented by the pious vow of the sultana, who ended her days in the monastic profession. Reduced to the first alternative, the choice of Phranza was decided in favour of a Georgian princess; and the vanity of her father was dazzled by the glorious alliance. Instead of demanding, according to the
Suppose him to have been captured in 1394, in Timour's first war in Georgia (Sherefeddin, 1. iii. c. 50), he might follow his Tartar master into Hindostan in 1398, and from thence sail to the spice-islands.
57 The happy and pious Indians lived 150 years, and enjoyed the most perfect productions of the vegetable and mineral kingdoms. The animals were on a large scale: dragons seventy cubits, ants (the formica Indica) nine inches long, sheep like elephants, elephants like sheep. Quidlibet audendi, &c.
58 He sailed in a country vessel from the spioe-islands to one of the ports of the exterior India; invenitque navem grandem Ibericam, quâ in Portugalliam est delatus. This passage, composed in 1477 (Phranza, l. iii. c. 30), twenty years before the discovery of the Cape of Good Hope, is spurious or wonderful. But this new geography is sullied by the old and incompatible error which places the source of the Nile in India.
59 Cantemir (p. 83), who styles her daughter of azarus Ogli, and the Helen of the Servians, places her marriage with Amurath in the year 1424. It will not easily be believed that in six and twenty years' cohabitation the Sultan corpus ejus non tetigit. After the taking of Constantinople, she fled to Mahomet II. (Phranza, 1. iii. o. 22).
Byzantine court
primitive and national custom, a price for his daughter, he offered a portion of fifty-six thousand, with an annual pension of five thousand, ducats; and the services of the ambassador were repaid by an assurance that, as his son had been adopted in baptism by the emperor, the establishment of his daughter should be the peculiar care of the empress of Constantinople. On the return of Phranza, the treaty was ratified by the Greek monarch, who with his own hand impressed three vermilion crosses on the Golden Bull, and assured the Georgian envoy that in the spring his galleys should conduct the bride to her Imperial palace. But Constantine embraced his faithful servant, not with the cold approbation of a sovereign, but with the warm confidence of a
friend, who, after a long absence, is impatient to poor his secrets State of the into the bosom of his friend. " Since the death of my mother
and of Cantacuzene, who alone advised me without interest or passion,61 I am surrounded," said the emperor, "by men whom I can neither love nor trust nor esteem. You are not a stranger to Lucas Notaras, the great admiral: obstinately attached to his own sentiments, he declares, both in private and public, that his sentiments are the absolute measure of my thoughts and actions. The rest of the courtiers are swayed by their personal or factious views; and how can I consult the monks on questions of policy and marriage ? I have yet much enuployment for your diligence and fidelity. In the spring you shall engage one of my brothers to solicit the succour of the Western powers; from the Morea you shall sail to Cyprus on a particular commission; and from thence proceed to Georgia to receive and conduct the future empress." "Your commands," replied Phranza, "are irresistible; but deign, great Sir," he added, with a serious smile, "to consider that, if I am thus perpetually absent from my family, my wife may be tempted either to seek another husband or to throw herself into a monastery." After laughing at his apprehensions, the emperor more gravely consoled him by the pleasing assurance that this should be his last service abroad, and that he destined for his son a wealthy and noble heiress; for himself, the important office of great logothete, or principal minister of
Bo The classical reader will recollect the offers of Agamemnon (Iliad, I., v. 144) and the general practice of antiquity.
61 Cantacuzene (I am ignorant of his relation to the emperor of that name) was great domestic, a firm assertor of the Greek creed, and a brother of the queen of Servia, whom he visited with the character of ambassador (Syropulus, p. 37, 38, 45).
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© Depositphotos | rolffimages | Mittlerweile haben über 180 Staaten und damit fast die gesamte Weltgemeinschaft das Abkommen ratifiziert haben, doch de Facto findet weitestgehend kein Klimaschutz auf der Welt statt.
Multi-agency report highlights increasing signs and impacts of climate change in atmosphere, land and oceans
We are currently way off track to meeting either the 1.5°C or 2°C targets that the Paris Agreement calls for.
The tell-tale physical signs of climate change such as increasing land and ocean heat, accelerating sea level rise and melting ice are highlighted in a new report compiled by the World Meteorological Organization and an extensive network of partners. It documents impacts of weather and climate events on socio-economic development, human health, migration and displacement, food security and land and marine ecosystems. The WMO Statement on the State of the Global Climate in 2019 includes input from national meteorological and hydrological services, leading international experts, scientific institutions and United Nations agencies. The flagship report provides authoritative information for policy makers on the need for Climate Action.
The report confirms information in a provisional statement issued at the UN Climate Change Conference in December that 2019 was the second warmest year in the instrumental record. 2015-2019 are the five warmest years on record, and 2010-2019 the warmest decade on record. Since the 1980s, each successive decade has been warmer than any preceding decade since 1850.
2019 ended with a global average temperature of 1.1°C above estimated pre-industrial levels, second only to the record set in 2016, when a very strong El Niño event contributed to an increased global mean temperature atop the overall warming trend. "We are currently way off track to meeting either the 1.5°C or 2°C targets that the Paris Agreement calls for," said United Nations Secretary-General Antonio Guterres in a foreword.
"This report outlines the latest science and illustrates the urgency for far-reaching climate action. It brings together data from across the fields of climate science and lists the potential future impacts of climate change – from health and economic consequences to decreased food security and increased displacement," he said. The report will be launched at a press conference given by the UN Secretary-General and WMO Secretary-General Petteri Taalas at UN headquarters on 10 March. "Given that greenhouse gas levels continue to increase, the warming will continue. A recent decadal forecast indicates that a new annual global temperature record is likely in the next five years. It is a matter of time," said WMO Secretary-General Taalas.
"We just had the warmest January on record. Winter was unseasonably mild in many parts of the northern hemisphere. Smoke and pollutants from damaging fires in Australia circumnavigated the globe, causing a spike in CO2 emissions. Reported record temperatures in Antarctica were accompanied by large-scale ice melt and the fracturing of a glacier which will have repercussions for sea level rise," said Mr Taalas. "Temperature is one indicator of ongoing climate change. Changes in the global distribution of rainfall have had a major impact on several countries. Sea levels are rising at an increasing pace, largely due to the thermal expansion of sea water as well as melting of the largest glaciers, like in Greenland and Antarctica. This is exposing coastal areas and islands to a greater risk of flooding and the submersion of low-lying areas," said Mr Taalas.
In 2018, greenhouse gas mole fractions reached new highs, with globally averaged mole fractions of carbon dioxide (CO2) at 407.8±0.1 parts per million (ppm), methane (CH4) at 1869±2 parts per billion (ppb) and nitrous oxide (N2O) at 331.1±0.1 ppb. Preliminary data indicates that greenhouse gas concentrations continued to increase in 2019. A preliminary projection of global fossil CO2 emissions using data from the first three quarters of 2019, suggests that emissions would grow +0.6% in 2019 (with a range of -0.2% to +1.5%).
Marine heatwaves
More than 90% of the excess energy accumulating in the climate system as a result of increased concentrations of greenhouse gases goes into the ocean. In 2019, ocean heat content down to a depth of 2 kilometres exceeded the previous record highs set in 2018.
Ocean warming has widespread impacts on the climate system and contributes more than 30% of sea level rise through thermal expansion of sea water. It is altering ocean currents and indirectly altering storm tracks and melting floating ice shelves. Together with ocean acidification and deoxygenation, ocean warming can lead to dramatic changes in marine ecosystems. In 2019, the ocean experienced on average nearly 2 months of unusually warm temperatures. At least 84% of the ocean experienced at least one marine heatwave.
Ocean Acidification: In the decade 2009-2018, the ocean absorbed around 23% of annual CO2 emissions, cushioning the impacts of climate change but increasing ocean acidity. The change of pH reduces the ability of marine organisms such as mussels, crustacean and corals to calcify, affecting marine life, growth and reproduction.
Ocean Deoxygenation: both observations and models indicate that oxygen is declining in the open and coastal oceans, including estuaries and semi-enclosed seas. Since the middle of the last century, there has been an estimated 1%–2% decrease (77 billion–145 billion tons) in the global ocean oxygen inventory.
Marine Ecosystems: Deoxygenation alongside ocean warming and acidification is now seen as a major threat to ocean ecosystems and the wellbeing of people that depend on them. Coral reefs are projected to decline to 10%-30% of former cover at 1.5°C warming, and to less than 1% at 2°C warming.
Sea level has risen throughout the satellite altimetery record (since 1993), but the rate has increased over that time, mainly due to melting of ice sheets on Greenland and Antarctica. In 2019, the global mean sea level reached its highest value on the record.
The continued long-term decline of Arctic sea ice was confirmed in 2019. The September monthly average extent (usually the lowest of the year) was the third lowest on record with the daily minimum extent tied for second lowest.
Until 2016, Antarctic sea ice extent had shown a small long-term increase. In late 2016 this was interrupted by a sudden drop in extent to extreme low values. Since then, Antarctic sea-ice extent has remained at relatively low levels.
The Greenland ice sheet has recorded nine of the 10 lowest surface mass balance years in the last 13 years. And 2019 was the 7th lowest on record. In terms of total mass balance. Greenland lost about 260 Gt of ice per year over the period 2002-2016, with a maximum of 458 Gt in 2011/12. The loss in 2019 was 329 Gt, well above the average.
Glaciers: Preliminary results from the World Glacier Monitoring Service indicate that 2018/19 was the 32nd consecutive year of negative mass balance for selected reference glaciers. Eight out of the ten most negative mass balance years were recorded since 2010.
Extreme heat conditions are taking an increasing toll on human health and health systems. In 2019, record-setting high temperatures from Australia, India, Japan, and Europe negatively affected health and well-being. In Japan, a major heat wave event resulted in over 100 deaths and an additional 18 000 hospitalizations. In France over 20 000 emergency room were recorded for heat-related illnesses between June and mid-September and during two major summer heatwaves, there were a total of 1 462 excess deaths in the affected regions.
Changes in climatic conditions since 1950 are making it easier for the Aedes mosquito species to transmit dengue virus, increasing the risk of the occurrence of disease. In parallel, the global incidence of dengue has grown dramatically in recent decades, and about half of the world population is now at risk of infection. In 2019, the world experienced a large increase in dengue cases.
Climate variability and extreme weather events are among the key drivers of the recent rise in global hunger and one of the leading causes of severe crises. After a decade of steady decline, hunger is on the rise again – over 820 million people suffered from hunger in 2018. Among 33 countries affected by food crises in 2018, climate variability and weather extremes a compounding driver together with economic shocks and conflict in 26 countries and the leading driver in 12 of the 26. In light of this, the global community faces an enormous challenge to meet the Zero Hunger target of the 2030 Agenda for Sustainable Development.
The food security situation deteriorated markedly in 2019 in some countries of the Greater Horn of Africa due to climate extremes, displacement, conflict and violence. By late 2019, about 22.2 million people, (6.7 million in Ethiopia, 3.1 million in Kenya, 2.1 million in Somalia, 4.5 million in South Sudan, 5.8 million in the Sudan) were estimated to be severely food insecure, only slightly lower than during the severe and prolonged drought in 2016-17.
There was exceptional dryness in March and much of April followed by unusually heavy rainfall and floods in October-December. The unusually heavy precipitation in late 2019 was also a factor in the severe desert locust outbreak in the Horn of Africa region – the worst in over 25 years, and the most serious in 70 years for Kenya. This is expected to spread further by June 2020 in a severe threat to food security.
More than 6.7 million new internal disaster displacements were recorded between January and June 2019, triggered by hydrometeorological events such as Cyclone Idai in Southeast Africa, Cyclone Fani in South Asia, Hurricane Dorian in the Caribbean, and flooding in Iran, the Philippines and Ethiopia. This number was forecast to reach close to 22 million in 2019, up from 17.2 million in 2018. Of all natural hazards, floods and storms contributed most to displacement.
More than 2 200 lives were reported to have been lost in various flooding episodes in India, Nepal, Bangladesh and Myanmar during the monsoon season, which started late but finished with rainfall totals above the long-term average. The 12-month rainfall averaged over the contiguous United States for the period for July 2018 to June 2019 (962 mm) was the highest on record. Total economic losses from flooding in the United States in 2019 were estimated at US$20 billion.
Very wet conditions affected parts of South America in January. There was major flooding in northern Argentina, Uruguay and southern Brazil, with losses in Argentina and Uruguay estimated at US$2.5 billion. The Islamic Republic of Iran was badly affected by flooding in late March and early April. Major flooding affected many hitherto drought-affected parts of east Africa in October and early November.
Drought affected many parts of southeast Asia and Australia, which had its driest year on record, influenced by the strong positive phase of the Indian Ocean Dipole. Southern Africa, Central America and parts of South America received abnormally low precipitation amounts.
Australia finished the year where it started: with extreme heat. The 2018-2019 summer was the hottest on record, as was December. Australia's hottest area-averaged day on record (41.9°C ) was on 18 December. Australia's seven hottest days on record, and nine of the 10 hottest, occurred in 2019.
Two major heatwaves occurred in Europe in late June and late July. In France, a national record of 46.0°C (1.9°C above the previous record) was set on 28 June at Vérargues. National records were also set in Germany (42.6°C), the Netherlands (40.7°C), Belgium (41.8°C), Luxembourg (40.8°C) and the United Kingdom (38.7°C), with the heat also extending into the Nordic countries, where Helsinki had its highest temperature on record (33.2°C on 28 July).
It was an above-average fire year in several high-latitude regions, including Siberia (Russian Federation) and Alaska (US), with fire activity occurring in some parts of the Arctic where it was previously extremely rare.
The severe drought in Indonesia and neighbouring countries led to the most significant fire season since 2015. The number of reported fires in Brazil's Amazonia region was only slightly above the 10-year average, but total fire activity in South America was the highest since 2010, with Bolivia and Venezuela among the countries with particularly active fire years.
Australia experienced an exceptionally prolonged and severe fire season in the later part of 2019 with repeated major outbreaks which continued into January 2020. As of early 2020, 33 deaths had been reported and over 2000 properties had been lost, while a total of about 7 million hectares had been burnt in New South Wales and Victoria.
Daily total wildfire CO2 emissions generally followed the 2003-2018 average, according to the Copernicus Atmospheric Monitoring Service ECMWF Global Fire Assimilation System dataset. The largest increases above the 17-year mean in July, August, September and the end of December corresponding to the peak activity of wildfires in the Arctic/Siberia, Indonesia and Australia respectively.
Tropical cyclone activity globally in 2019 was above average. The Northern Hemisphere had 72 tropical cyclones. The 2018-19 Southern Hemisphere season was also above average, with 27 cyclones.
Tropical Cyclone Idai made landfall in Mozambique on 15 March as one of the strongest known on the east coast of Africa, resulting in many casualties and widespread devastation. Idai contributed to the complete destruction of close to 780 000 ha of crops in Malawi, Mozambique, and Zimbabwe, further undermining a precarious food security situation in the region. The cyclone also resulted in at least 50 905 displaced persons in Zimbabwe, 53 237 in southern Malawi and 77 019 in Mozambique.
One of the year's most intense tropical cyclones was Dorian, which made landfall with category 5 intensity in the Bahamas. The destruction was worsened as it was exceptionally slow-moving and remained near-stationary for about 24 hours.
Typhoon Hagibis made landfall west of Tokyo on 12 October, causing severe flooding.
Full details of all the contributors are available in the Statement on the State of the Climate 2019
World Meteorological Organization (WMO) | 2020


Singing music's praise – Music aids learning, study finds.
Three in four U.S. adults think states should require daily music education in schools, according to a study released by music education advocates campaigning to increase funding, the Associated Press reports.
Because music lessons help children learn, they deserve as much time in a school day as math or science, music education advocates said.
Studies show rising music education support. A 1997 poll found 69 percent of respondents said school music activities produce better grades and test scores; this year, 81 percent believed music helped children achieve.
While forty states have official learning standards for music, only four – Kentucky, Oklahoma, New Jersey and Washington – test students on music knowledge, AP reports.
In a speech before Congress last Wednesday, Education Secretary Richard Riley supported increased music education funding.


When you start a new Laravel project, error and exception handling is already configured for you. The App\Exceptions\Handler class is where all exceptions triggered by your application are logged and then rendered back to the user. We'll dive deeper into this class throughout this documentation.
All exceptions are handled by the App\Exceptions\Handler class. This class contains two methods: report and render. We'll examine each of these methods in detail. The report method is used to log exceptions or send them to an external service like Bugsnag or Sentry. By default, the report method passes the exception to the base class where the exception is logged. However, you are free to log exceptions however you wish.
* Render the exception into an HTTP response.


You need to take 12 pictures/images (minimum) of a journey/event/activity to create a visual narrative/story (journey). So, it needs to follow in sequence.
The images will help you to decide on a color palette/scheme and mood.
Please be prepared to write a description of each image.


text:
Birmingham City University Centre for Brexit Studies
Centre for Brexit Studies Home Page
Brexit court ruling could unintentionally offer PM renewed hope of October ...
Brexit court ruling could unintentionally offer PM renewed hope of October 31 exit
UNIVERSITY NEWS LAST UPDATED : 25 SEPTEMBER 2019
The Supreme Court's ruling over Boris Johnson's prorogation of Parliament could unintentionally hand the Prime Minister renewed hope of agreeing a withdrawal agreement in time for an October 31 exit from the European Union, a top Brexit researcher has said.
Professor Alex de Ruyter, Director of Birmingham City University's Centre for Brexit Studies, believes that the landmark decision finding the prorogation 'unlawful' could open the door for Johnson to unite hard Brexit Tories and Labour MPs in heavily Leave-voting constituencies.
Speaking after the vote Professor de Ruyter said the ruling gave the Prime Minister the option of sticking with Theresa May's agreement or reverting to the EU's original offer which included a Norther Ireland only backstop. He said: "Looking at it in the cold light of day, he has only two choices to effect a Withdrawal Agreement from the EU – stick with Mrs May's agreement with its entire UK backstop – or revert to the EU's original offer of a Northern Ireland-only backstop.
"Given that Johnson no longer has a majority, even with DUP support, he might well present this to Parliament, in order to secure the necessary votes to get Brexit over the line by October 31st. The Parliamentary outcome would then depend on two groups of MPs. Firstly the hard Brexit European Research Group of Tory MPs, many of whom see any kind of Withdrawal Agreement as a sell-out.
"It would then fall to a second group of MPs, namely Labour MPS in strongly Leave-voting areas such as Ruth Smeeth (Stoke) and Lisa Nandy, who could be tempted to cross the floor to vote with the Government on a revised Withdrawal Agreement. I think 10-20 Labour MPs could be tempted to do so."
Professor de Ruyter believes that the ruling may lead pro-Leave Tory MPs to take a fresh look at a potential withdrawal agreement in order to drive Brexit forward, and that Labour's latest stance could be seen as a bid to win over MPs in Leave constituencies.
He said: "I am of the view the European Research Group could vote with the Government this time, to get Brexit over the line – particularly if a Northern Ireland only backstop allows the UK them to start pursuing an independent trade policy upon the expiry of a transition period, whereby the status quo ante of EU membership in effect, would continue to apply. Notably, Johnson has appeared to rule out requesting an extension to this transition period.
"The official position reached at the Labour Party Conference was to avoid explicitly backing Remain and leaving it until after the formation of a Labour Government to effect a referendum, where the choice would be between Remain, or leave with a withdrawal agreement. That is, that they have to offer the public another chance to vote on the issue, so as to assuage Labour Leave voters, and also to keep such MPs on side and avoid them voting with the Government."


EGT 4 Cylinder Multi-Cylinder, from Electronics International, ei-e4 - Chief Aircraft Inc.
The E-4 provides pilots with Four Channels of Exhaust Gas Temperature readings in a stable, one-degree digital format. The large, crisp LCD is veiwable in direct sunlight and is backlit, making it easy to monitor your EGT.
Kit Includes: Instrument, 4 ea. P-110 EGT Probes, 4 ea. XS-20' Thermocouple Cables, Wire harness, Installation and Operating Instructions.


text:
Q: PHP Notice: fwrite(): send failed with errno=32 Broken pipe I was trying to execute the php script through shell given Here by :-
php whatsapp.php -s MobileNo Message

and  i got the following error :-
PHP Notice:  fwrite(): send of 111 bytes failed with errno=32 Broken pipe in
whatsprot.class.php on line 1923

and line 1923 in whatsprot.class.php corresponds to :-
fwrite($this->socket, $data, strlen($data));

whatsprot.class.php is Here
Is there any fix to this problem?

A: It may be because your data contains 'utf-8' characters. I had the similar issue is caused by it.

Exception: mysql_query(): send of 1462592 bytes failed with errno=32 Broken pipe

I used
mysql -u username -p database < dump_file # this is bad

to import the sql file contains lot of UTF8 characters (Thai language), but I didn't set default-character-set=utf8 for [mysql]. So the wrong coded data in the database caused that issue.

redpajama_set_name: RedPajamaStackExchange


text:
CureVac fails in pivotal Covid-19 vaccine trial with 47% efficacy
Clinical Trials, COVID-19 cases, COVID-19 Vaccines, CureVac, Efficacy Data, European Union, Middle-Income Countries, R&D
June 16, 2021; 6:41 PM EDT; Updated June 17, 2021; 8:05 AM EDT
(Reuters; Ludwig Burger)
German biotech CureVac NV (5CV.DE) said on Wednesday its COVID-19 vaccine was only 47% effective in a late-stage trial, missing the study's main goal and throwing in doubt the potential delivery of hundreds of millions of doses to the European Union.
The disappointing efficacy of the shot known as CVnCoV emerged from an interim analysis based on 134 COVID-19 cases in the study with about 40,000 volunteers in Europe and Latin America.
The stakes for CureVac and prospective buyers of its vaccine in Europe had risen after age limits were imposed on the use of the Johnson & Johnson (JNJ.N) and AstraZeneca (AZN.L) vaccines due to a link to extremely rare but potentially fatal clotting disorders.
CureVac's shot was also expected to help in low and middle-income countries that have lagged far behind richer nations in the global immunisation drive.
As CureVac's only major supply deals, the European Union in November secured up to 405 million doses of the vaccine, of which 180 million are optional. That was followed by a memorandum of understanding with Germany for another 20 million doses.
A vaccination against the coronavirus disease (COVID-19) from German biotechnology company CureVac is ready to use at the start of a clinical test series in the tropical institute of the university clinic in Tuebingen, Germany, June 22, 2020. REUTERS/Kai Pfaffenbach
CureVac's U.S. traded shares fell 50.6% to $46.81 in after-hours trading following publication of the data.
The company said at least 13 virus variants accounted for the infections among the study population.
Out of the reported COVID-19 cases in the trial, 124 were sequenced to identify the variant causing the infection, it said. One case was attributable to the original version of the SARS-CoV-2 coronavirus that emerged in Chinese city of Wuhan in late 2019, while 57% of the cases were caused by more highly transmissible so-called variants of concern.
The company added that the interim results suggest the vaccine is effective in younger participants but did not prove efficacy in those above age 60, the age group most at risk for severe COVID-19.
"While we were hoping for a stronger interim outcome, we recognize that demonstrating high efficacy in this unprecedented broad diversity of variants is challenging. As we are continuing toward the final analysis with a minimum of 80 additional cases, the overall vaccine efficacy may change," said Chief Executive Franz-Werner Haas.
Dr. Amesh Adalja, in infectious disease expert at the Johns Hopkins Center for Health Security, said the variants did not completely explain the efficacy number and he still wants to see data specifically about CureVac's ability to stop serious disease, hospitalization and death.
"If it can do that, even with a 47% efficacy in symptomatic disease, that's still a very valuable thing. That's all we've ever wanted vaccines to do," he said.
Dr. Peter Hotez, a virologist and dean of the National School of Tropical Medicine at Baylor College of Medicine, said it was not clear if the issue was variant-specific or the vaccine's inability to create high levels of neutralizing antibodies.
Since starting out in 2000, Tuebingen-based CureVac has focused on so-called messenger RNA (mRNA) technology, which is also behind the success of BioNTech (22UAy.DE) and partner Pfizer (PFE.N) as well as Moderna (MRNA.O), whose vaccines have proved more than 90% effective in preventing illness.
Prior to the emergence of the highly effective vaccines, the U.S. Food and Drug Administration had targeted at least 50% efficacy, which CureVac has fallen short of in the interim analysis. The World Health Organization had said it was looking for at least 70% efficacy.
While late-stage trials of the BioNTech/Pfizer and Moderna vaccines were conducted when the original version of the virus was dominant, real-world data has so far suggested only somewhat weaker protection against the new variants.
CureVac, which is backed by investors Dietmar Hopp, the Gates Foundation and GlaxoSmithKline (GSK.L), as well as the German government, had aimed to produce up to 300 million doses of the vaccine in 2021 and up to 1 billion doses in 2022.
Manufacturing partners include Celonic Group of Switzerland, Novartis (NOVN.S), Bayer (BAYGn.DE), Fareva, Wacker (WCHG.DE)and Rentschler Biopharma SE.
GSK has agreed to collaborate with CureVac on production as well as on development of the next-generation vaccines. A company spokesman said early, preclinical data indicated a 10-fold increase in immunogenicity versus the first.
"We aim for availability of a second-generation COVID-19 vaccine as early as the second half of 2022, subject to regulatory approvals," he said.
Reporting by Ludwig Burger Editing by Chris Reese
Reuters source:
https://www.reuters.com/business/healthcare-pharmaceuticals/curevacs-covid-19-vaccine-misses-efficacy-goal-mass-trial-2021-06-16
June 16, 2021 /by Andrew Humphreys
https://www.pharmalive.com/wp-content/uploads/2021/06/CureVac-fails-in-pivotal-COVID-19-vaccine-trial-with-47-efficacy-Reuters-6-16-21.jpg 419 800 Andrew Humphreys https://www.pharmalive.com/wp-content/uploads/2020/01/Pharmalive_4c-300x37.png Andrew Humphreys2021-06-16 18:41:412021-06-17 11:55:43CureVac fails in pivotal Covid-19 vaccine trial with 47% efficacy
Pfizer's rheumatoid arthritis drug shows benefit in Covid-19 pneumoni... Novo Nordisk Partners to Research, Develop Obesity Therapies


text:
Home Cuckold Wizard Adventure Chapter 296 How to Destroy a Monster's Nest
Chapter 296 How to Destroy a Monster's Nest
「Well, what do we do now...?」
「If we just go in there, we're in trouble」
Alvin, hearing Shinji's mutterings, also pondered. Of course, Renka and Milis also thought about it, but they couldn't come up with a good idea right away.
As Shinji's thoughts still wandered, he had Freri and Flair keep an eye on the nest to make sure the ants didn't come pouring out.
(If they've been living deep in the underground, then the smoking method to lure them out probably won't work, huh...? Explosions are no good either. The mine could be damaged, and if it collapses, we're all in danger. However, if left unattended, the mine could merge with another mine somewhere else...)
As there was too much of a difference in numbers to lure them out and kill them, Shinji guessed that a smoking strategy might fail. Moreover, there is also lack of quantity of materials to do so.
Explosions also not something that amateurs should be allowed to do on their own. Because this mine was owned by the Este town, so it was not allowed to be destroyed beyond what was necessary.
All four of them become completely silent. As the silence continued, Alvin couldn't help but become impatient and says a word.
「I can't come up with a good idea. But we can't just stand here like this. ...Let's try fight them first...?」
「Yes.... That's the only way, I suppose...?」
Renka could not disagree with Alvin's words.
Because they think it's better to reduce their number, even if it means taking some risks.
「I think it's dangerous to attack... If we're going to attack, I think it's better to join up with everyone who came with us」
Milis, on the other hand, suggested a cautious course of action.
It's a shame not to use the advantage of having five parties visiting.
「I think I agree with Milis' words. So, let's go back and meet up with the rest of the party first. I'll have Flair and Freri keep an eye on the nest. ...The two of them can handle any danger」
As spirits, they are able to teleport. So, even if the ants attacked in large numbers, they could easily escape.
And after all the opinions, Alvin closed his eyes and decided....
「Let's go back first...」
As Alvin decides to withdraw, Milis smiles happily, and Shinji breathes a sigh of relief.
Once they were out of the mine, Alvin and the others also defeating the monsters around the perimeter and met up with the party that had been standing guard. The party that had finished defeating the monsters which had been roaming around inside the mine also joined them, and all five parties were now together.
Alvin was impressed by the strength of the party he had been working with, and told them about the nest he had found in the back.
「I didn't know there was such a thing under the mine...」
The beastman adventurers could not hide their astonishment.
「So, we'll have to take it down somehow...」
「We can't just go in there, okay? We can't fight in the dark too...」
The discussion goes on as Alvin takes the lead in the conversation. But even with so many people in the room, no effective solution came to mind.
It was understandable.
If it was just a nest of a few dozen kobolds, it would be fine. However, nobody had any experience in destroying a nest with countless monsters.
While they were discussing this and that, Shinji suddenly noticed the corpse of an ant monster that had been killed by the party outside.
It seemed that the corpse had been killed by a wizard.
Because there are traces of burning, but not only that, the area around the burnt outer shell has lost its luster.
(...Other corpses are still shiny. Why only that one?)
Shinji approached the monster's corpse with a question. He compared the shiny outer shell with this lusterless outer shell.
The difference was clear: the lusterless outer shell was much harder. It was very dry and had lost its freshness.
(It's like when someone was burned....)
Shinji had touched the skin of a badly burned person before, and he felt the same kind of vibe intuitively.
Shinji then moved on to the corpse of the monster that had been cut in half. At this point, Alvin noticed that Shinji was going through the corpses of the monster.
「Shinji? What's going on?」
「No, I'm just wondering about something...」
While replying vaguely to Alvin's curious question, Shinji heated the outer shell with weak fire magic. Then, after a while, the outer shell began to lose its luster, and not only that, the heat was transmitted under the outer shell, and the meat inside began to harden.
(They are sensitive to heat. So that's why they've been living underground? ...I don't know why, but I can use this)
When Shinji saw this obvious weakness, he had an idea: he would need Flair's help, and although he was not sure if it would work, he thought it was worth a try.
「Alvin, I've got an idea I'd like to try...」
The smile on Shinji's face was like that of a child planning a prank.
A temporary retreat. It shouldn't be a wild boar, right?
Stay safe and stay healthy.....
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